Writing+DBQs

Name: Emily Koch South Central Kansas Writing Project Grade level: 9-12

Writing document based essays.

From the Kansas State Social Studies Standards The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930).
 * Standards**
 * 5.1**
 * 5.1**

East High School has set a school wide standard of having all students write in class and are using the format of an eleven sentence paragraph. This approach is the Social Studies Departments choice on how to satisfy that standard.


 * Materials and explanations**
 * Documents from Chapter Ten
 * SOAPS – A format for analyzing documents (__s__ubject, __o__ccasion, __a__udience, __p__urpose, __s__peaker.)
 * DBQ – Document Based Question – A question posed in which a student must use a specific set of question correctly cited within their essay. This format is used on the AP US History Exam
 * Instructional objectives –**
 * Provide a format for students to analyze documents.
 * Students should be able to restate the essay question into a persuasive argument and use the provided documents to prove their point of view.
 * Practice of the following skills; thesis writing, document analyzing, citing work in a document, persuasive writing.
 * Specific learning outcomes** – for students
 * Answer and contribute to discussion using document questions
 * Analyze documents using SOAPS
 * Write a short 3 to 5 paragraph essay citing the documents

I use the website Rubistar to create rubrics for grading both the work and the essay. rubistar.4teachers.org
 * Instructional procedures**
 * Focusing event - Have students read the documents out loud and answer the document questions as a class.
 * Divide the students into twos or threes and use SOAPS to analyze the documents provided
 * With the class model two possible directions for turning the question into a thesis
 * Students will write a 3 – 5 paragraph essay using at least 4 documents to prove their thesis.
 * Assessment** –

· This assignment should be done after covering the subject matter giving the student background from which to work. · Basic essay writing would be a separate lesson covered in a previous class. · Thesis writing should also be a previously taught lesson. · The SOAPS page should be modeled by the teacher on at least 2 previous like assignments. (Little steps)
 * Assumptions and suggestions – little steps**


 * RubiStar**
 * RubiStar**

Rubric Made Using:
 * RubiStar ( http://rubistar.4teachers.org )**

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 * Soaps and DBQ Essay**

Teacher Name: **koch**

Student Name: ________________________________________

CATEGORY Analyzes each soap catagory carefully and does not go for the easy answer. Some analyzation. Missing a column. Weak analyzation. Wrong answers. No attempt to analyze. No attempt to answer correctly Restates question, underlined. Logical not awkward. It may restate question, awkward, poorly stated. An attempt is made addresses the question but very awkward and gives no direction. No attempt to create a cohesive thesis or its unrecognizable. Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader. Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting. Some details are not in a logical or expected order, and this distracts the reader. Many details are not in a logical or expected order. There is little sense that the writing is organized. All three documents are cited correctly. Cites are done but lack in format. One or two cites are done. Not documented correctly Not cited or not documented.
 * 4**
 * 3**
 * 2**
 * 1**
 * Soaps**
 * 2**
 * 1**
 * Soaps**
 * Soaps**
 * Soaps**
 * Soaps**
 * Thesis**
 * Thesis**
 * Thesis**
 * Sequencing (Organization)**
 * Sequencing (Organization)**
 * Sequencing (Organization)**
 * Citations**
 * Citations**
 * Citations**